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Children on the autism spectrum often experience anxiety. Mindfulness is growing in popularity as a method to support children with anxiety; however, there is limited evidence on mindfulness for children on the autism spectrum. This study investigated the feasibility of a 10-week group-based mindfulness intervention for 14 children on the autism spectrum. A one-group pre-post design determined outcomes of anxiety (caregiver and child report), mindful attention, and wellbeing (child report). Interviews explored children's and caregivers' perceptions. There were no significant differences in outcomes post-intervention. Five themes were identified from interviews: (1) Children felt calmer; (2) Parents observed differences in anxiety; (3) Breathing and yoga helped; (4) Parents wanted more; and (5) Challenges and benefits of group intervention.

Children on the autism spectrum often experience anxiety. Mindfulness is growing in popularity as a method to support children with anxiety; however, there is limited evidence on mindfulness for children on the autism spectrum. This study investigated the feasibility of a 10-week group-based mindfulness intervention for 14 children on the autism spectrum. A one-group pre-post design determined outcomes of anxiety (caregiver and child report), mindful attention, and wellbeing (child report). Interviews explored children's and caregivers' perceptions. There were no significant differences in outcomes post-intervention. Five themes were identified from interviews: (1) Children felt calmer; (2) Parents observed differences in anxiety; (3) Breathing and yoga helped; (4) Parents wanted more; and (5) Challenges and benefits of group intervention., Author(s): Megan K. Hatfield [sup.1] , Emma Ashcroft [sup.1] , Siobhan Maguire [sup.1] , Lauren Kershaw [sup.1] , Marina Ciccarelli [sup.1] Author Affiliations: (1) grid.1032.0, 0000 0004 0375 4078, Curtin [...]

A process evaluation was conducted to determine the effectiveness, usability, and barriers and facilitators related to the Better OutcOmes & Successful Transitions for Autism (BOOST-A™), an online transition planning program. Adolescents on the autism spectrum (n = 33) and their parents (n = 39) provided feedback via an online questionnaire. Of these, 13 participants were interviewed to gain in-depth information about their experiences. Data were analyzed using descriptive statistics and thematic analysis. Four themes were identified: (i) taking action to overcome inertia, (ii) new insights that led to clear plans for the future, (iii) adolescent empowerment through strengths focus, and (iv) having a champion to guide the way. The process evaluation revealed why BOOST-A™ was beneficial to some participants more than others. Trial registration #ACTRN12615000119594

Adolescents on the autism spectrum often have difficulties with the transition from high school to post-school activities. Despite this, little is known about the transition planning processes for this group. This study explored predisposing, reinforcing and enabling factors related to the transition planning processes for adolescents on the autism spectrum in Australia. The PRECEDE model guided a needs assessment, in which descriptive data about transition planning processes were collected via an online questionnaire from adolescents on the autism spectrum, their parents and professionals (N = 162). Predisposing factors included: an individualised and strengths-focused approach, and adolescent motivation, anxiety and insight. Reinforcing factors included: support and guidance, skill development and real-life experiences. Enabling factors were: having a clear plan with a coordinated approach, scheduled meetings and clear formal documentation. Whilst some factors aligned with recommendations for transition planning for adolescents with disabilities in general, there were some autism-specific factors. For example: anxiety, motivation and insight were important predisposing factors, and providing choice and flexibility was an enabling factor.

Introduction: Transitioning into the role of a mother encompasses many physical and psychosocial changes, affecting the way a woman may function. Maternal health is an emerging area of practice for occupational therapists, and therefore, screening and assessment tools to support work in this area are needed. The Barkin Index of Maternal Functioning (BIMF) is a quantitative outcome measure that is used by health professionals to assess maternal functioning. Currently, its ability to measure occupational performance is unclear. Methods: Utilising a mixed methods design, this study analysed the extent to which the BIMF assesses maternal function from an occupational perspective. Thirteen first‐time mothers with a baby 12 months of age or younger participated in the study. Results from the BIMF were compared with themes developed from semi‐structured qualitative interviews that explored the occupational experiences of first‐time mothers. Findings: Seven themes were developed from the interviews. The BIMF addressed three themes, including changes to engagement in basic activities of daily living and leisure, transitioning into motherhood, emotions, self‐efficacy, and social support. However, four themes were not captured by the BIMF, including changes to partner relationships, identity shift, influence of 'person' factors, and changes to social experiences in early motherhood. Conclusion: Findings suggest that a new tool with a holistic perspective of mothers as occupational beings is needed to be able to identify occupational performance issues and the potential need for occupational therapy support. This study identified key experiences of occupational performance for new mothers. [ABSTRACT FROM AUTHOR]

Adolescents on the autism spectrum experience difficulty transitioning from secondary school to post-school activities, often due to transition planning processes that do not meet their unique needs. This study identified parents' and professionals' viewpoints on transition planning for adolescents on the autism spectrum. Interviews were completed with nine parents of adolescents on the autism spectrum and four professionals who worked with adolescents on the autism spectrum. A constant comparison approach was used to analyse the transcripts. Four themes were identified, reflecting parents' and professionals' viewpoints on how to meet the transition planning needs of adolescents on the autism spectrum. Supporting adolescents "to grasp the big picture" can enhance motivation to participate in transition planning. Autism can be an "invisible disability"; therefore, encouraging adolescents to be active participants and "to be seen" in transition planning ensures their individual needs are met. Encouraging adolescents "to have high aspirations" in transition planning develops their self-determination. Finally, "to be prepared" for the transition from school may reduce the adolescent's anxiety. Adolescents on the autism spectrum face unique challenges in transition planning. The themes identified in this study provide insight into how parents and professionals might support adolescents with these challenges.

A process evaluation was conducted to determine the effectiveness, usability, and barriers and facilitators related to the Better OutcOmes & Successful Transitions for Autism (BOOST-A[TM]), an online transition planning program. Adolescents on the autism spectrum (n = 33) and their parents (n = 39) provided feedback via an online questionnaire. Of these, 13 participants were interviewed to gain in-depth information about their experiences. Data were analyzed using descriptive statistics and thematic analysis. Four themes were identified: (i) taking action to overcome inertia, (ii) new insights that led to clear plans for the future, (iii) adolescent empowerment through strengths focus, and (iv) having a champion to guide the way. The process evaluation revealed why BOOST-A[TM] was beneficial to some participants more than others. Trial registration #ACTRN12615000119594, Author(s): Megan Hatfield [sup.1] [sup.2] , Marita Falkmer [sup.1] [sup.2] [sup.3] , Torbjörn Falkmer [sup.1] [sup.2] [sup.4] , Marina Ciccarelli [sup.1] [sup.2] Author Affiliations: (1) School of Occupational Therapy and [...]

Introduction: Spirituality is included as a core part of occupational therapy models, as it can enhance connectedness and belonging and provide meaning to occupations. However, research that has explored occupational therapists' perspectives on spirituality has found that a lack of education and understanding of the concept means that currently many therapists do not address it in their practice. Existing research focusses on adult clients, and there is no known published research that focusses on occupational therapists working with children and their views on spirituality in clinical practice. This study explored the perspectives of occupational therapists working with children on spirituality in their clinical practice with children. Methods: This study used a qualitative descriptive design. Participants included 20 registered occupational therapists working with children in Australia. Data were collected using focus groups and interviews and analysed using thematic analysis to determine key themes. Findings: Five themes were developed: (1) vagueness and subjectivity of spirituality, (2) overlapping characteristics of spirituality and religion, (3) indirect focus on spirituality, (4) differences in children's spirituality, and (5) outcomes of addressing spirituality. Conclusion: Occupational therapists working with children report difficulty conceptualising spirituality and describing its role in clinical practice with children. Despite this, most suggested that spirituality is indirectly applied and has a role in improving the wellbeing of children. There is a need for exploration of how to directly support the use of spirituality in practice with children to further support holistic and family‐centred care. [ABSTRACT FROM AUTHOR]

To identify barriers and enablers to implementing coaching in acute pediatric settings from the perspective of occupational therapists and develop an implementation plan to address the identified barriers at a large metropolitan hospital. Participatory Action Research was used, and two stages of focus groups were conducted with 17 occupational therapists working in an acute pediatric hospital. Reflexive thematic analysis was employed for data analysis. Stage one themes; (1) Lack of clarity around coaching definition, (2) Acute setting barriers to coaching, (3) Family acceptance and appropriateness, and (4) Enablers for coaching. Stage two themes; (1) Addressing skepticism about coaching, (2) Logistics and approvals, and (3) Implementation strategies for coaching. In Stage Two, participants and researchers developed an implementation plan. Occupational therapists perceived coaching as hard to implement in acute pediatric settings due to acuity of caseloads and traditional medical models. The six-step implementation plan aims to enhance therapist knowledge and motivation as well as reduce environmental barriers, with the aim of embedding coaching into acute pediatric settings. [ABSTRACT FROM AUTHOR]